Leadership attracts significant attention from researchers in a variety of fields. Researchers have developed a variety of theories to explain the nature and practice of leadership. Of course, no one theory exists in a vacuum. Each theory draws on the work of previous researchers. Moreover, researchers routinely revise older theories based on research completed after the initial theories were developed. For instance, research on charismatic and transformational leadership draws on earlier research on trait theory. In addition, trait theorists develop new theories that address the role of situation in leadership. These new theories are a direct result of the subsequent development of situational theory. As a possible contributor to the field of leadership research, you should have an understanding of and appreciation for the breadth and depth of leadership research and the relationships among the various theories.To prepare for this Assignment, review this week’s Learning Resources and select four leadership theories. Search the Walden Library for additional peer-reviewed, scholarly resources about your selected leadership theories. You should use both the articles in the Learning Resources and additional scholarly resources in your evaluation. By Day 7Submit an evaluation of at least four leadership theories in the form of a properly formatted, APA-compliant taxonomy table. For each of the theories you select, you should include the following: The name of the theoryThe year the theory was introducedThe theorist/authorKey components of the theoryFor each theory presented, be sure to include a minimum of two references to peer-reviewed, scholarly resources, as well as appropriate in-text citations. Note: Be sure to use the Leadership Theory Taxonomy Template to complete this Assignment. Also, refer to the Week 3 Assignment Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work.
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Title of the Paper in Full Goes Here
Student Name Here
Walden University
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Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly
summarizes your paper in 120 words or less. Through your abstract, your readers should be able
to fully understand the content and the implications of the paper. Also, note that writing this
section after the paper itself may be helpful. See section 2.04 APA for tips and more information
on writing abstracts. This template was updated April 25, 2016.
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Title of the Paper
This template’s margins, page numbers, and page breaks are set for you, and you do not
need to change them. Do not add any extra spaces between the heading and the text (you may
want to check Spacing under Format, Paragraph in your word processor, and make sure that it is
set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab
button), and start typing. The introduction should receive no specific heading because readers
assume that the first section functions as your paper’s introduction.
After considering these formatting issues, you will need to construct a thesis statement,
which lets readers know how you synthesized the literature into a treatise that is capable of
advancing a new point of view. This statement provides readers with a lens for understanding the
forthcoming research presented in the body of your essay (after all, each piece of literature
should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the introduction. An easy
template for writing an introduction follows:
1. Start with what has been said or done regarding the topic.
2. Explain the problem with what has been said or done.
3. Offer a solution in a concise thesis statement that can be supported by the literature.
4. Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even though this section has a
new heading, make sure to connect this section to the previous one so readers can follow along
with the ideas and research presented. The first sentence in each paragraph should transition
from the previous paragraph and summarize the main point in the paragraph. Make sure each
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paragraph contains only one topic, and when you see yourself drifting to another idea, make sure
you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page)
to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short,
think this: new idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Note that, when you add additional headings, you
should use the APA levels available in the Styles area of your toolbar. If you enter them
manually instead, you may need to delete the automatic indent that appears because Word thinks
you are beginning a new paragraph. Again, the topic sentence of this section should explain how
this paragraph is related or a result of what you discussed in the previous section. Consider using
transitions between sentences to help readers see the connections between ideas. Below are a few
examples of how to transition from one statement to another (or in some cases, one piece of
literature to another):
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J.
Thompson, personal communication, July 3, 2013), largely due to the state’s recent
financial cutbacks of fine arts programs (Babar, 2007).
2. Obesity affects as much as 17% of the total population of children, an increase which
may lead to other chronic health problems (Hera, 2008; Sinatra, 2008).
For more examples, see some of the transitions handouts on the Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous section. Using headings is a
great way to organize a paper and increase its readability, so be sure to review heading rules on
APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels
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is all that is needed. You would use Level 1 (centered, bold font with both uppercase and
lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This template
provides examples of APA’s four heading levels, but remember that at least two headings on the
same level are needed before the next heading level. For example, a paper must have at least two
level 3 headings before a level 4 heading.
Level 3 heading. Note that you should write Level 3 and 4 headings in sentence case,
meaning that only the first word and any proper nouns are capitalized. The number of headings
needed in a particular paper is not set, but longer papers may benefit from another heading level,
such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to cite in academic work.
Make sure to cite source information throughout your paper to avoid plagiarism. This practice is
critical: you need to give credit to your sources and avoid copying others’ work at all costs. Look
at APA starting at 6.01 for guidelines on citing source information in your text.
Level 4 heading. You will want to include at least two of each kind of heading in your
paper, hence this additional paragraph modeling effective heading usage. See below for further
tips on using headings effectively.
Level 3 heading. Again, if you choose to use Level 3 or 4 headings, at least two of each
heading level should appear in the paper. Otherwise, if only one heading appears, your readers
may question the need for a heading at all. If you find yourself questioning whether or how to
use headings, consider consulting your instructor or committee chair for his or her input.
Level 1 Heading
APA can seem difficult to master, but following the general rules becomes easier with
use. The Writing Center also offers numerous resources on its website and by email to help.
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And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your paper. However, perhaps
more importantly, the conclusion should also interpret what you have written and what it means
in the bigger picture. To help write your concluding remarks, consider asking yourself these
questions: What do you want to happen with the information you have provided? What do you
want to change? What is your ultimate goal in using this information? What would it mean if the
suggestions in your paper were taken and used?
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References
(Please note that the following references are intended as examples only. Also, these illustrate
different types of references but are not all cited in the text. In your paper, be sure every
reference entry matches a citation, and every citation refers to an item in the reference list.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators,
25(7), 14–31. doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319–
4392. Retrieved from http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5,
565–582. doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA:
Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi:
15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore
[DVD]. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from
http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31–22.
Retrieved from http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B.
(2005). The art of correcting surname mispronunciation. New York, NY: Supportive
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Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners
(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf

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